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Digital competence in highereducation: analysis of the impact ofscientific production indexed inScopus databaseLa competencia digital en la universidad: análisis del impactode la producción científica indexada en ScopusRODRÍGUEZ-GARCÍA , Antonio M. 1; AZNAR DÍAZ , Inmaculada 2; CÁCERES RECHE, Pilar 3 &GÓMEZ GARCÍA, Gerardo 4

Received: 19/03/2019 • Approved: 07/06/2019 • Published 24/06/2019

Contents1. Introduction2. Methodology3. Results4. ConclusionsBibliographic references

ABSTRACT:We present a bibliometric study that provides aspecific vision about the impact of research in digitalcompetence in teacher training. Four combinedstudies were carry out through the union of keywords.112 documents have been analyzed that project asteady line of research whose major scientificproduction is concentrated in recent years, publishedmostly in English through articles and papers atconferences and indexed in the area of SocialSciences.Keywords: digital competence, higher education,teacher training, scientific production

RESUMEN:Presentamos un estudio bibliométrico que aporta unavisión específica sobre el impacto de la investigaciónen competencia digital de los futuros docentes. Serealizaron cuatro búsquedas combinadas mediante launión de palabras clave. Se analizaron 112documentos que proyectan una línea de investigaciónpotente. Encontramos una gran mayoría de trabajospublicados en años recientes, en inglés y a través deartículos, fundamentalmente, así comocomunicaciones en congresos e indexados en el áreade Ciencias Sociales. Palabras clave: competencia digital, educaciónsuperior, profesores en formación, produccióncientífica

1. IntroductionDigital competence has become a focus that has received special interest since it wasconceived as one of the basic skills that any citizen should develop at the end of thecompulsory educational stage. Developing it has become an indispensable requirement tofunction effectively in the new information and knowledge society, and also as an

indispensable skill that is needed for lifelong learning. In fact, this competence has been oneof the most studied and debated in recent years (Roffeei, Kamarulzaman and Yusop, 2016;Salinas, de Benito and Lizana, 2014; UNESCO, 2008).The concern was such that, at the international level, several European moves were carriedout to improve digital citizenship. Among all of them, we highlight the "Rethink Education"strategy launched by the European Commission in 2012. It indicates the need to take fulladvantage of the potential of technology, the need to be effectively integrated into schools,and acting for the benefit of improving education in all areas. To this end, a series of openresources is made available to teachers, students and ordinary citizens through onlineplatforms that offer and extend learning opportunities, which encourage collaboration, theability to resolve problems and, ultimately, that contribute to improved educational quality.At the same time, in an attempt to define and clarify what was understood by digitalcompetence, what were its indicators and in what areas was it composed. The DIGCOMPProject was launched by the European Union in 2010 (Ferrari, 2013). As a result, a Europeanframe of reference for the development of citizen digital competence was born.In Spain, the National Institute of Technology and Teacher Training of the Ministry ofEducation, Culture and Sports of the Government of Spain published a framework aboutdigital competences that every teacher should develop in their practice. This cooperationbegan to work in 2012 on the creation of a common frame of reference on digital teachingcompetence. Although in 2013 the first draft was published, it was not until January of theyear 2017 when this work was completed, giving rise to the creation of the CommonFramework of Digital Teacher Competence (INTEF, 2017).As we have already mentioned, digital competence has become a key concept in 21stcentury society, where -whether we like it or not- we must be capable, competent andskilled in our relationship with technology. For this reason, when a teacher introduceshimself to his students, he has a great responsibility, because his knowledge will become thereference element of the new generations to be trained in digital skills and competences.Now, in our interest in the subject we ask ourselves: in what year did one began to studythe digital competence? Has the study of this field grown? Is it a powerful research line?Who is investigating it? Where do they investigate it? What institutions seem specialized inthis research topic? We will try to answer this and other questions in the following pages.

2. MethodologyThe study that we present corresponds to a meta-analysis research that aims at analyzingthe scientific production with the greatest impact, focusing on the investigation of digitalcompetence in higher education in the Scopus database, making a special allusion to thetraining of future teachers. For this, a rigorous process of systematic review of the literaturefound in Scopus has been used from its creation until the year 2017. From this generalobjective, a series of specific objectives emerge which, in turn, are configured as thedifferent research variables taken into account for the realization of the same and are thefollowing:• Analyze scientific production according to the year of publication;• Examine the source of the files;• Know the authors that have the most scientific production on the subject;• Find out in which institutions more research is done on the subject;• Know which countries publish more about digital competence;• Study the typology of the recovered scientific document;• Distinguish the different areas of publication;• Detail the articles that have received the highest number of citations.To this end, a research process has been followed, which is presented in detail below. First,we delimited the key concepts of the research through ERICThesaurus, with the followingselected: "Digital Competence " (Digital Competence); " Teacher Training" ; "Digital Skills "

(Competence/Digital Skills); and " Higher Education " (Higher Education).The start of the study began in September, 2016. Subsequently, it was carried out in May,2017 to guarantee the inclusion of the results obtained. On the other hand, the process thatwe followed was governed by the indicators of the Prism Declaration (Urrutia and Bonfail,2010) for studies of this type, carrying out four combined research projects which were aproduct of the union of the key words, and aided by the connector "and". In this way, fourdifferent studies were established: "Digital competence " and " teacher training" (DCTT);"Digital skills " and " teacher training" (DSTT) ; "Digital competence " and " higher education"(DCHE) ; and "Digital skills " and " higher education "(DSHE) . In a more specific anddetailed way, the process followed is shown in the following table.

Table 1Search procedure

Database Scopus ( https://www.scopus.com/ )

Search period All search years were considered until 2017.

Appearance ofthe thesaurus

Title, summary, keywords or body of full text.

Type of files All types of possible references indexed in the database were included (periodicals,books, conference proceedings, review articles, etc.).

Publication areas All areas of publication were considered.

On the other hand, with the objective of knowing the impact of research in this field, a seriesof specific inclusion criteria were established for each of the variables taken as a reference.In the following table we can contemplate it in a specific way.

Table 2Inclusion criteria

Variable Inclusion criteria

Year of publication All investigations are considered.

Origin of the archives 2 or more investigations converge in the same resource (journal, book, etc.).

Authors with morescientific production

At least two references on the subject.

Institutions At least two references on the subject.

Countries At least two references on the subject.

Document type All references found are contemplated.

Publication area All references found are contemplated.

Most cited articles At least two citations.

3. ResultsThe sums of the results found by the four possible combinations gave 112 documentsindexed in the Scopus database with the aforementioned keywords. As shown in thefollowing table, the greatest scientific production concentrates on the combination "Digitalcompetence " and " higher education " (digital competence and higher education) followedby those documents rescued from the combination " digital skills " and " higher education "(digital skills/digital competence and higher education).

Table 3Results obtained based on the keywords

Combination References found % of 112

"Digital competence" and "teacher training" 27 24.11 %

"Digital skills" and "teacher training" 12 10.71 %

"Digital competence" and "higher education" 40 35.71 %

"Digital skills" and "higher education" 33 29.46 %

3.1. Analysis of scientific production according to the year ofpublicationFirst, we analyzed the 112 publications indexed in Scopus according to the variable: year ofpublication. As one can see in Figure 1, the year that has received the most scientificproduction on digital competence has been 2016, concentrating 30.36% of the publicationsanalyzed. In turn, 2014 and 2015 stand out, and are in the second and third place. Thus, wenote that most research production is concentrated in this area, especially in the periodcomprising the years 2014-2016, representing 63.4% of all research this subject.

Figure 1Amount of publications per year

based on the combination of keywords

3.2. Source files

The second variable analyzed corresponds to the origin of the archives, that is, theperiodicals that have concentrated the most research on the subject of study.As previously mentioned, with the aim of providing a more accurate view of the impact ofresearch in digital competence and the journals indexed in Scopus, which have morereferences on research in digital competence, established as a discriminatory criterion thefact of not having two or more references of the same object of study. For this reason theresults from the crossing of the terms " digital skills " and " teacher training" have not beenincluded, because their combination has not yielded any results in which two or moredocuments converge in the same source or resource. In this way, it is understood that, ofthe twelve references found, each of them belongs to a different journal or book, forexample. This entire process has resulted in the inclusion of eight source files that have the mostresearch on digital competence (Table 4).Table 4. Source files that have produced the most on digital competence’s research

Source files DCTT DCHE DSHE Total % de 112

Results

ACM International Conference Proceeding Series - 5 2 7 6,25%

Electronic Journal of E Learning - - 2 2 1,79%

IFIP. Advances in Information and Communication 2 - 2 4 3,57%

Journal of Educational Technology in Higher Education 2 2 2 6 5,36%

Nordic Journal of Digital Literacy 5 - 5 4,46%

Ocnos 2 - - 2 1,79%

Profesorado 2 - - 2 1,79%

Revista Complutense de Educación - - 2 2 1,79%

Total: 13 7 10 30 26,80%

3.3. Authors with more scientific production on the subjectIn order to follow the objective of knowing who are the authors that are producing the mostin this database on digital competence, they should have at least two references on thesubject. In this way, the combination of "digital skills " and " teacher training" is excludedfrom the following table because there is no inclusive result with respect to these criteria.Table 5. Authors with more scientific production

Author DCTT DCHE DSHE Total % de 112

Resultados

Abad, F.M. - 2 - 2 1,79%

Arias-Oliva, M. - 2 2 4 3,57%

Cabero Almenara, J. 2 2 - 4 3,57%

Camacho, M. - - 2 2 1,79%

Cazco, G.H.O. - 2 - 2 1,79%

Gelderblom, H. - 2 - 2 1,79%

González, M.C. - 2 2 1,79%

Gutiérrez Castillo, J. J. 2 2 - 4 3,57%

Hardersen, B. 2 - - 2 1,79%

Holley, D. - 2 2 4 3,57%

Mabila, J. - 2 - 2 1,79%

Monclús-Guitart, R. - 2 - 2 1,79%

Morellato, M. - 2 - 2 1,79%

Olmos-Migueláñez, S. - 2 - 2 1,79%

Peña-López, I. - 2 2 4 3,57%

Rodríguez-Conde, M.J. - 3 - 3 2,68%

Ssemugabi, S. - 2 - 2 1,79%

Tomte, C. E. 3 - - 3 2,68%

Torres Coronas, T. - 5 3 8 7,14%

Vidal-Blasco, M.A. - 5 - 5 4,46%

Villalustre, L. 2 - - 2 1,79%

Yáñez Luna, J.C. - - 2 2 1,79%

As we can see, the author Torres Coronas, T. accumulates eight publications rescued by thedifferent combinations of key words, which supposes a 7.14% of the analyzed investigationand becomes, therefore, the author with more scientific production on digital competenceindexed in Scopus. Vidal-Blasco, M.A. are in the second place with 5 references and 4.46%of the total. The third place is shared by several authors with 4 references and 3.57% eachone of them (Arias-Oliva, M.; Cabero Almenara, J.; Gutiérrez Castillo, JJ; Peña-López, I.).We can observe the scientific production of each author with respect to the total in thefollowing figure.

Figure 2Most important authors in this topic

3.4. InstitutionsThe fourth variable that was taken into account corresponds to the institution from which theinvestigation originates and, therefore, the place of work of the authors. In this way, throughthe analysis of this issue, the reader is allowed to obtain a more detailed view about theorganizations that have the greatest scientific production on digital competence in theScopus databases. In Table 6, we can see it in detail:

Table 6Institutions with more scientific production

Institutions DCTT DCHE DSHE Total % de 112

Results

Norwegian Centre for ICT in Education(Norway)

2 - 2 1,79%

Autonomous University of San Luis Potosi(Mexico)

- 2 2 1,79%

University of Granada (Spain) 2 - 2 1,79%

University of Oviedo (Spain) 2 - 2 1,79%

University of Salamanca (Spain) 2 5 - 7 6,25%

University of Sevilla (Spain) 3 3 - 6 5,36%

Internacional University of La Rioja(Spain)

- 2 2 1,79%

National University of Chimborazo 2 - 2 1,79%

(Ecuador)

National University of Distance Education(Spain)

2 2 4 3,57%

Oberta University of Catalonia (Spain) - 3 3 2,68%

Rovira i Virgili University(Spain) 2 5 5 12 10,71%

University of South Africa (South Africa) - 2 - 2 1,79%

Based on these data, the Rovira i Virgili University is ranked first with a total of 12publications of the totals rescued, representing 10.71% of the total percentage. In secondplace, the scientific production of the University of Salamanca stands out with 7 publicationsand 6.25% and, thirdly, the University of Seville with 6 publications and 5.36%.

3.5. CountriesThis variable was taken in order to know where the research focus is located worldwide.Thus, those countries whose scientific production is equal to or greater than the tworeferences have been considered, in order to meet the inclusion criteria established above.This process has resulted in the extraction of nine different countries, safeguarding that inthree of the investigations the country was not defined. Ninety-four references have beenextracted from the 112 possible ones that are distributed in the following way according tothe combination made: 23 for DCTT, 8 for DSTT, 38 for DCHE and 25 for DSHE.Spain becomes the country that does the most digital competence research in the field ofhigher education, with 65 publications and 58.04%. The second and third place is for UnitedKingdom (7.14%) and Norway (6.25%). This information is presented in the next Figure.

Figure 3Countries with highest cientific production

3.6. Document typeIn the sixth study variable, we refer to the type of document, that is, if the publicationformat corresponds to a research article, a review article, a book, book chapter, congresscommunication or conference review; these having been all the possible categories found, aswe can see in Table 7.

Tabla 7Document type

Document type DCTT DSTT DCHE DSHE Total % de 112

Results

Article 18 6 22 18 64 57,14%

Review article 2 - - 3 5 4,46%

Book chapter - - 3 3 6 5,36%

Conference paper 5 5 14 8 32 28,57%

Book - - 1 - 1 0,90%

Conference review 2 1 - 1 4 3,57%

Total: 27 12 40 33 112 100%

3.7. Publication areaAnalyzing the seventh research variable, that is, the publication area where the referencesare indexed, we had as a result the inclusion of 11 different areas or fields of publication(Social Sciences, Psychology, Computational Sciences, etc.), as we can see more in detail inTable 8.Since this variable did not attempt to measure the impact or relevance of the area, andgiven that the results are more grouped among the different areas mentioned, in thisresearch variable the set of references found was included. In turn, it is worth mentioningthat some references are indexed in more than one field, although, as one can see, researchin Social Sciences predominates, which groups 73.1% of production.

Table 8Publication area

Field DCTT DSTT DCHE DSHE Total % de 112

Resultados

Arts and Humanities 2 - 5 3 10 8,93%

Business, Management and Accounting 1 - 3 1 5 4,46%

Computer Science 10 4 20 12 46 41,07%

Deicision Sciences 3 1 1 3 8 7,14%

Economics, Econometrics and Finance - - 2 - 2 1,76%

Engineering - 1 2 1 4 3,57%

Mathematics - - 2 - 2 1,76%

Medicine - - - 1 1 0,89%

Physics and Astronomy - - 1 - 1 0,89%

Psychology 4 1 1 - 6 5,36%

Social Sciences 21 8 28 25 82 73,21%

3.8. Most cited papersFinally, the ninth variable that we held in consideration to analyze the impact of scientificproduction on digital competence refers to the extraction of the most cited articles in theScopus database, that is, those that have been referenced in other works. Therefore, theycan be considered as the most relevant in this area due to the endorsement they havereceived from the scientific community that has referenced them in their publications.In line with the previous paragraph, to consider only the most relevant references, the factthat the reference should have at least two citations received in the Scopus database wasestablished as a discriminatory limit.In a more detailed way, we can see all this information in the following table, which includesthe name of the authors, the year of publication, the title of the work, the location (journal,book, chapter ...) and the number of appointments received.

Table 9Most citedp apers

Author Year Title Journal Cites

Camacho, M.,Guilana, S.

2011 From personal to social: Learningenvironments that work

Digital Education Review, (20), 24-36.

4

Dabrowski, M.,Wiśniewski, J.

2011 Translating key competences intothe school curriculum: Lessonsfrom the Polish experience

European Journal ofEducation, 46(3), 323-334.

11

Evangelinos, G.,Holley, D.

2014 A qualitative exploration of the EUdigital competence (DIGCOMP)framework: A case study withinhealthcare education

Lecture Notes of the Institute forComputer Sciences, Social-Informatics andTelecommunications Engineering,LNICST

138, pp. 85-92

2

Fernández-Cruz, F.-J.,Fernández-Díaz, M.-J.

2016 Generation z's teachers and theirdigital skills

Comunicar, 24(46), 97-105 6

Gros, B., Garcia, I.,Escofet, A.

2012 Beyond the net generation debate:A comparison of digital learners inface-to-face and virtual universities

The International Review ofResearch in Open and DistributedLearning, 13(4), 190-210.

12

Hepp K., P.,Fernández, M.À.P.,García, J.H.

2015 Teacher training: Technologyhelping to develop an innovativeand reflective professional profile

International Journal of EducationalTechnology in HigherEducation, 12(2), 30-43.

3

Jeffrey, L., Hegarty,B., Kelly, O., Penman,M., Coburn, D.,McDonald, J.

2011 Developing digital informationliteracy in higher education:Obstacles and supports

Journal of Information TechnologyEducation, 10(1), 383-413.

15

Joly, M.C.R.A., DaSilva, B.D., Da SilvaAlmeida, L

2012 Evaluation of teachingcompetencies for using digitaltechnologies in communication andinformation

Curriculo sem Fronteiras, 12(3),83-96

2

Leahy, D., Wilson, D. 2014 Digital skills for employment IFIP Advances in Information andCommunication Technology

444,178-189

3

Maderick, J.A.,Zhang, S., Hartley,K., Marchand, G.

2016 Preservice Teachers and Self-Assessing Digital Competence

Journal of Educational ComputingResearch, 54(3), 326-351.

3

Masats, D., Dooly, M. 2011 Rethinking the use of video inteacher education: A holisticapproach

Teaching and TeacherEducation, 27(7), 1151-1162.

35

Mcnaught, C., Lam,P., Ho, A.

2009 The digital divide betweenuniversity students and teachers inhong kong

ASCILITE 2009 - The AustralasianSociety for Computers in Learningin Tertiary Education

pp. 654-664.

6

Mengual-Andrés, S.,Roig-Vila, R., Mira,J.B.

2016 Delphi study for the design andvalidation of a questionnaire aboutdigital competences in highereducation.

International Journal of EducationalTechnology in HigherEducation, 13(1), 1-12.

2

Peña-López, I.

2010 From laptops to competences:

Bridging the digital divide ineducation.

RUSC. Universities and KnowledgeSociety Journal, 7(1), 21-33.

7

Pérez-Mateo, M.,Romero, M., Romeu-Fontanillas, T.

2014 Collaborative construction of aproject as a methodology foracquiring digital competences.

Comunicar

21(42), 15-23.

5

Pérez Escoda yRodríguez Conde, M.J.

2016 Evaluation of the self-perceiveddigital competences of the PrimarySchool Teachers in Castilla andLeon (Spain) .

Rie-Revista de InvestigacionEducativa, 34(2), 399-415.

3

Scuotto, V., Morellato,M.

2013 Entrepreneurial Knowledge andDigital Competence: Keys for aSuccess of StudentEntrepreneurship.

Journal of the KnowledgeEconomy, 4(3), 293-303

5

Tomte, C.,Enochsson, A.-B.,Buskqvist, U.,Kårstein, A.

2015 Educating online student teachersto master professional digitalcompetence: The TPACK-framework goes online.

Computers & Education, 84, 26-35. 6

Tomte, C.E. 2013 Educating teachers for the newmillennium?

Nordic Journal of DigitalLiteracy, 8(01-02), 74-88.

2

Torres-Coronas, T.,Vidal-Blasco, M.A.

2011 Adapting a face-to-facecompetence framework for digitalcompetence assessment.

Learning Tools and TeachingApproaches through ICTAdvancements (pp. 313-323). IGIGlobal.

2

Torres-Coronas, T.,Vidal-Blasco, M.-A.

2015 Students and employers perceptionabout the development of digitalskills in higher education.

Revista de educación, 367(1), 63-89.

3

Valverde, J. 2014 MOOCS: A critical view from theEducation Sciences.

Profesorado. Revista de Currículumy Formación de Profesorado, 18(1),93-111.

2

4. ConclusionsThe research on digital competence has established itself as one of the focal points ofinterest of several researchers a fact that has been demonstrated by conducting thisinvestigation. Following the findings presented above, a number of implications on theimpact of scientific production on the subject of digital competence as shown below arededucted:The results show an increase in research on digital competence during the last years, beingespecially relevant the period that comprises the last five years (2013-2017), a stage inwhich 78.6% of the researches analyzed are concentrated. All this can be justified by theestablishment of a new need of society that has been created in the era digitalis, where allcitizens and, in particular, future teachers have to acquire a series of skills and abilities thatenable them the active and precise development in the knowledge society (Rodríguez-García, Martínez y Raso, 2017). In this way, we understand that digital competence hasregained a special relevance from a present time, so it becomes a hot topic in education anda thriving line of research.There are several journals indexed in the database Scopus that have an established line ofinterest and research in digital competence. They emphasize especially journals which focuson a field related to technology, its impact on society, and thus, in education, in teachertraining and the students themselves.The authors who have more scientific production in the database analyzed, and thereforehave contributed to scientific and academic knowledge in this field, come from Spain. In thisregard, we have established several lines of research concentrated on the training of futureteachers in digital competence, analyzing their digital skills or establishing improvementprocesses to acquire the skills necessary for proper development in society.In line with this conclusion, one highlights a scientific production carried out in institutions ofhigher education in various Spanish provinces (Tarragona, Seville, Salamanca, etc.). Thisresult supports, together with the previous stated above, that the country that is generating

greater scientific production, and whose investigations are forging a greater impact on theScopus scientific community, is Spain. In fact, it has positioned itself in first place in theranking of countries, accounting for 58.04% of the research generated on digitalcompetence until today. However, even though Spain is the country that has done moreresearch on this subject, most of the publications are written in English, not surprising if weconsider that it is the most used language in scientific texts that have the greatest impact.The publication area most noted for its higher level of digital competence referencescorresponds to research in Social Sciences, which picks up a 73.21% of the publicationsanalyzed. However, it turns out to be a curious fact that the second publication area iscomputer science, especially when we are emphasizing the training of future teachers.However, it is understood that technology has created a large - scale impact on all societies,so it has become a focus of research that manifests itself in different areas.Regarding keywords most used research gathered in their references, expected that " highereducation " has been the most widely repeated, because this has been the focus of ourresearch, as "digital competence ". Similarly, they have outstanding references convergencebetween the concepts concerning "education", “teacher training” and “teaching”.Finally, the articles that have generated more impact on the Scopus scientific community,that is, those who have received a greater number of citations, correspond to researchconducted between 2009-2012, which is understandable because they have been availablelonger for consultation compared with others.As we have shown, the study of digital competence has become a landmark today, worryingnational and international agencies. In fact, in the latest Horizon (Adams -Becker et al.,2017) reported the formation of citizenship in this competence as one of the challenges tosolve for full integration and utilization of technological potential in the field of education,both for skills improvement of future and current teachers ( Torres-Coronas and VidalBlasco, 2015 ) and for the implementation of new active learning methodologies based onthe use of ICT (Aznar, Raso, Hinojo and Romero, 2017 ; Mingorance, Trujillo, Cáceres andTorres, 2017 ).

Bibliographic referencesAdams-Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., &Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin,Texas: The New Media Consortium.Aznar, I., Raso, F., Hinojo, M. A y Romero, J.J. (2017). Percepciones de los futuros docentesrespecto al potencial de la ludificación y la inclusión de los videojuegos en los procesos deenseñanza-aprendizaje. Educar, 53(1), 11-28.Dąbrowski, M., & Wiśniewski, J. (2011). Translating Key Competences into the SchoolCurriculum: lessons from the Polish experience. European Journal of Education, 46(3), 323-334.Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digitalcompetence in Europe. Luxemburgo: Publications Office of the European UnionGros, B., Garcia, I., & Escofet, A. (2012). Beyond the net generation debate: A comparisonbetween digital learners in face-to-face and virtual universities. The International Review ofResearch in Open and Distributed Learning, 13(4), 190-210.Jeffrey, L., Hegarty, B., Kelly, O., Penman, M., Coburn, D., & McDonald, J. (2011). Developingdigital information literacy in higher education: Obstacles and supports. Journal ofInformation Technology Education: Research, 10(1), 383-413.Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holisticapproach. Teaching and Teacher Education, 27(7), 1151-1162.Mingorance, A. C., Trujillo, J. M., Cáceres, P., & Torres, C. (2017). Mejora del rendimientoacadémico a través de la metodología de aula invertida centrada en el aprendizaje activo delestudiante universitario de ciencias de la educación. Journal of sport and healthresearch, 9(1), 129-136.

Perez Escoda, A., & Rodriguez Conde, M. J. (2016). Evaluation of the self-perceived digitalcompetences of the Primary School Teachers in Castilla and Leon (Spain). RIE-revista deinvestigación educativa, 34(2), 399-415Rodríguez-García, A. M., Martínez, N. & Raso, F. (2017). La formación del profesorado encompetencia digital: clave para la educación del siglo XXI. Revista Internacional de Didácticay Organización Educativa, 3(2), 46-65.Roffeei, S. H. M., Kamarulzaman, Y., & Yusop, F. D. (2016). Innovation Culture in HigherLearning Institutions: A Proposed Framework. Procedia-Social and BehavioralSciences, 219,401-408.Salinas, J., De Benito, B., & Lizana, A. (2014). Competencias docentes para los nuevosescenarios de aprendizaje. Revista interuniversitaria de formación del profesorado, 28(1),145-163.Torres-Coronas, T. (2015). Students and employers perception about the development ofdigital skills in higher education. Revista de educación, 367, 63-89.UNESCO (2008). Estándares de competencia en TIC para docentes. Londres: Organizaciónde las Naciones Unidas para la Educación, la Ciencia y la Cultura. Recuperado el 21 de mayoa partir de: http://eduteka.icesi.edu.co/pdfdir/UNESCOEstandaresDocentes.pdUrrutia, G. y Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar lapublicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507–511.DOI: 10.1016/j.medcli.2010.01.015

1. Department of Didactics and School Organization. Faculty of Education. University of Granada (Spain).arodrigu@ugr.es2. Department of Didactics and School Organization. Faculty of Education. University of Granada (Spain).iaznar@ugr.es3. Department of Didactics and School Organization. Faculty of Education. University of Granada (Spain).caceres@ugr.es4. Department of Didactics and School Organization. Faculty of Education. University of Granada. (Spain)gerardoacci@correo.ugr.es

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